The politics of school governance in the context of education decentralisation policy reforms in selected public secondary schools in Tanzania

Abstract

This study examines the complexities of school governance in Tanzanian public secondary schools within the framework of education decentralisation reforms. These reforms, intended to boost local autonomy and improve educational outcomes, have restructured governance but also introduced challenges, especially regarding power distribution and stakeholder roles in decision-making. Using critical educational policy analysis, the research uncovers power struggles, conflicts of interest and the influence of financial and social capital on governance. It uncovers power dynamics among central authorities, local governments, school governing boards (SGBs), administrators and communities. Data were gathered from 32 participants across 10 schools in Dar es Salaam and Kilimanjaro through interviews, document analysis and focus groups. The participants included Regional and District Education Officers, SGB members, Ward Education Officers, heads of school and subject teachers. Findings reveal that, despite decentralisation’s promise of increased local involvement, existing inequalities and central control persist, particularly in the politicised appointment of SGB members. Political interference often limits the decision-making power of SGBs, reducing their autonomy. The study concludes that for decentralisation to enhance school governance effectively, transparency of SGB appointments, decision-making autonomy and their protection from political interference must be prioritised. The findings suggest the need for policy reforms to enhance transparency in appointment procedures, stakeholders’ participation in school governance and increased local autonomy.

Keywords

• Community participation
• education decentralisation
• local autonomy
• policy reforms
• political interference
• school governance